Tag: 3.4 Professional Reflection and Communication

Feedback Study Task

On your own in front of a classroom of children, there is no way to truly know how you are coming across to your students. You can know the theory in and out, but it can be easy to let that slip – for instance lose your calm and to raise your voice unnecessarily and … Continue reading “Feedback Study Task”

On your own in front of a classroom of children, there is no way to truly know how you are coming across to your students. You can know the theory in and out, but it can be easy to let that slip – for instance lose your calm and to raise your voice unnecessarily and in an unconstructive way – like the teacher in the first video we watched for this study task.

This is where observation comes in. Be that via a small, discreet video camera in the corner of the room or a peer or mentor in the class room, observation by a neutral third party is the only way to take an objective look at our teaching practice.

Optimally we will have both. There are things an observer may miss, or the observed party could have had a reason for doing something a certain way which could be a useful point of discussion in a feedback session – for instance in the video of the observed Year 5 teacher he was able to explain that he interacted with an individual a certain way because he is familiar with the student. This opened an important discussion between the teacher and his mentor. In this instance the teacher was an ideal recipient of the feedback because although he did not initially agree with his mentor’s assessment of the situation, they reviewed the video and he took what she said on board. He then went on to implement her suggestion in the classroom. It would have not been possible to have such an effective feedback session if either the mentor or the video camera had not been present in the class.

It is important to give feedback and not judgement. Feedback must include things that the person is doing well in their practice to give them the opportunity to build on these strengths but also to hopefully leave the person more open to receiving criticism on an area they may have work to do – even offering realistic suggestions for their practice (Cottrell, 2013). Judgement, on the other hand, would be an unhelpful condemnation on the observed party. Comments on something that the observed cannot change are not productive feedback.

I found it interesting to see the “palm up” body language that we have seen in previous tasks put into practice when the teacher in the first video was talking to a small group of his Year 5 students. I am looking forward to placement because I am keen to receive feedback on my areas for improvement when communicating.

Reflection and Feedback

Today we have been thinking about self reflection and feedback in preparation for our first school placement in two weeks time. This is an area I find largely uncomfortable and certainly one that currently makes me nervous. It has been interesting to watch feedback sessions take place with two teachers. It has given me some […]

Today we have been thinking about self reflection and feedback in preparation for our first school placement in two weeks time. This is an area I find largely uncomfortable and certainly one that currently makes me nervous.

It has been interesting to watch feedback sessions take place with two teachers. It has given me some idea of the sorts of observations that someone may make of me. However, it also strengthens the knowledge of the sorts of observations I will need to make of my placement partner. Furthermore, through watching these videos today I have a much deeper understanding of the benefits of feedback and self evaluation.

Before today I would have been dismissive of recording myself in a classroom setting to reflect upon later. However it is clear to see that watching myself teach would allow me to see things happening in my classroom that I may miss while it is happening (in a good and bad way). Also, while I may feel that I come across to pupils in a certain way, watching a video of myself would allow me to re-evaluate verbal and non verbal communications which may be causing concern or confusion. Reflecting upon my own practice in this way will allow me to move forward in the right direction with my teaching.

Sue Cowley observed a third year student in the second of the videos we watched today. There was a lot to observe both good and bad about the practice of the teacher and Sue gave constructive criticisms and guidance to allow the teacher to better his practice with his class. In a group we discussed the video and found that we had very similar views to each other of the practices of the teacher. One difference of opinion that we did have was surrounding the teacher choosing to send three members of his class away from the main part of the class to sort out an argument they have been having over lunchtime. I felt that it was good to see the teacher care for the well-being of the children in this way. However other members of my group felt that this should have been left at the door of the classroom in order to not disrupt the learning for the whole class. Upon reflection, I can understand this stance and it will be something I carry forward with me.

There is now only two weeks left until I go on my first placement. I am nervous about the experience. Knowing where I am going and who I am paired with has lessened my nerves to an extent though. I am very interested to be within a school outwith the area that I live in and also one that is very small. I am intrigued by the logistics involved in a school with only two classes. The website for the school is informative and shows me that they are a busy vibrant school which I am looking forward to finding out more about.

 

Feedback – Independent Task 16/10/17

Feedback is highly important when it comes to reflecting on your practice. Reflecting is a major part of teaching and is embedded throughout, e.g. during an inservice day. Peer assessment and recording yourself are great ways to get feedback. The … Continue reading →

Feedback is highly important when it comes to reflecting on your practice. Reflecting is a major part of teaching and is embedded throughout, e.g. during an inservice day. Peer assessment and recording yourself are great ways to get feedback.

The first video I found highly informative. I learned that feedback also allows people to be positive about themselves, as reflection doesn’t always have to be negative. It also gives people the opportunity to develop their practice, and have someone that they can talk to that they trust. My partner also added that feedback from other individuals allows people to pick up on things you might have missed in your own self-evaluation. In addition, this can highlight something you might think you’re doing right, but from another person’s perspective it could be seen differently (EDCHAT, 2013).

The second video was interesting. I found it interesting as the woman providing help to the teacher gave him an affective way to quieten children and bring their attention back to him after a group discussion (putting his finger on his nose) (Behaviour2Learn, 2011). I will use similar strategies when I am a qualified teacher. After the discussion with my partner we highlighted that he had some pros and some cons. Some of the things we felt he did well was he appears to use different languages in the classroom to say good morning, which promotes literacy and modern languages. However, we feel that often he displayed negative body language, e.g. in one scene he can be seen standing in front of the class with his arms folded or when marking the register he is sat down at his desk and he doesn’t make eye contact with any of the children (Behaviour2Learn, 2011). Interestingly my partner and I disagreed that he uses an appropriate pace when speaking, I felt that he did use an appropriate pace whereas my partner somewhat disagreed.

The last video provided me with some insight. Recording yourself allows you reflect as it provides you with a realistic view of the session and gives you the opportunity to learn from your mistakes. Bill Gates states:
“If all my bridge coach ever told me that I was “satisfactory”, I would have no hope of ever getting better” (TED Talks Education, 2013). I think this nicely highlights the importance of feedback. Feedback provides motivation for people to become better, and to strive for ‘perfection’. It also allows you to develop a variety of skills such as classroom management and teaching strategies. In addition, it allows people to see what is essential to being a teacher, and helps others not only ourselves understand what it is like to be a teacher (TED Talks Education, 2013).

Overall my partner and I mainly agreed with our observations and comments; however we did have a few differences. I have learned a few new reasons as to why reflection is important, and that recording yourself is a highly affective way to reflect and get feedback. I enjoyed this task and I am looking forward to placement!

Reference List

Behaviour2Learn (2011) Behaving With Cowley – Classroom Routines [Online] Available at: https://www.youtube.com/watch?v=4v5UVdyu8Y4&feature=youtu.be (Accessed 16th October 2017).

EDCHAT (2013) Relationships for Learning – Effective Feedback [Online] Available at: https://www.youtube.com/watch?v=sWBW_cbP86Q&feature=youtu.be (Accessed 16th October 2017).

TED Talks Education (2013) BILL GATES: Teachers need real feedback [Online] Available at: https://www.ted.com/talks/bill_gates_teachers_need_real_feedback#t-70065 (Accessed 16th October).

Self-Evaluation study task

During this independent study task based on observations, self-evaluation and communication skills, I feel as though I have gained more knowledge on what I wish to be like during my time on placement and as a teacher in future years. After watching the Year 3 teacher who was being observed by Sue Cowley I compared […]

During this independent study task based on observations, self-evaluation and communication skills, I feel as though I have gained more knowledge on what I wish to be like during my time on placement and as a teacher in future years. After watching the Year 3 teacher who was being observed by Sue Cowley I compared what I had written down with a partner, although we had some of the same content gathered from this video, we also had different things wrote down which the other one of us never picked up on. For example, my praise after watching this teacher was that he had a friendly approach with the children, this meaning they will feel comfortable around him and be able to trust him, along with this they will have a sense of respect for him.  However, I felt as though sometimes he never portrayed as much authority as what he should have, due to this sometimes the children were distracted and were never told to participate more or told to stop messing around.

Something that surprised me about this self-study task was that often we fall into a trap of doing and saying things which we think are okay, but when we look back it may have not been the best thing to do at that time. When watching the video on the teacher looking back on a recording of her teaching it made me more aware that often we are unaware of everything that has happened in a day, so often we forget crucial elements. It was interesting to see a teacher recording herself to look back on and I was very surprised this happened, as I personally haven’t seen anything like this before.  However, I think it is a great way to look back and reflect.

I feel as though this self-study task has made me more self-aware and has showed me certain aspects I want to take forward and some I should try and avoid when out on placement. For example, how it is nice to be friendly with the pupils, but there also should be a professional barrier too.  Overall, watching videos of teachers with their classes makes me excited to start placement to get involved within the practical side of things.

Importance of Self-Evaluation

Both mine and Shannon’s thoughts on the strengths and areas for improvement of the student teacher in the video were similar. We noted that although he mostly had an open and positive body language. He got down to the children’s level for storytelling and made eye contact with a boy he was asking a specific […]

Both mine and Shannon’s thoughts on the strengths and areas for improvement of the student teacher in the video were similar. We noted that although he mostly had an open and positive body language. He got down to the children’s level for storytelling and made eye contact with a boy he was asking a specific question to. However, he also had some closed body language also. For example I noticed he crossed his arms and Shannon noted he put his hand under his chin a lot- as though bored or disinterested in the lesson.

Nothing in the videos or my partners comments particularly surprised me. However, I did find the fact that the teacher in the last video recorded her class lessons quite interesting. I think this would be quite a good way of  being able to fully reflect on your practice as you can watch it back and take notes on anything you would do differently next time.

I didn’t find the tasks too challenging, although I think that when I am actually on placement I might find it more difficult. This is because I will have to assess a peer that I know and do not want to offend. I think that I will have to work to find the best way of giving my opinion without it sounding too critical.

I am looking forward to placement, but I am also a bit nervous to be going out. I am excited to find out what the school, pupils, and my mentor are like and to be in the environment I will be in when I qualify and have my own class in 4 years.

The importance of self-evaluation

After watching the videos and completing the observation checklist myself and Emily discussed what we had both taken from the videos. We had both noted similar points in regards to body language, the teacher had mainly open body language, he got down to the children’s level when speaking to them and sat with them at […]

After watching the videos and completing the observation checklist myself and Emily discussed what we had both taken from the videos. We had both noted similar points in regards to body language, the teacher had mainly open body language, he got down to the children’s level when speaking to them and sat with them at their tables which seemed to provide a more inclusive and accessible learning experience for the children.  We both noted at times he did however appear to close himself for from the children with his body language however we both had a different example of this. I noted that he often put his hand, in a fist, up to his chin which could come across as boredom, Emily noted he sometimes crossed his arms, another sign of closed body language. We both found that he spoke at an adequate volume and pace however at times, as the lady who was assessing him at the end of the video pointed out sometimes standing up in certain situations would gain him more attention form the children so he could start his lesson quicker.

 

I found the idea of the teacher videoing herself fin the Bill Gates video surprising. However, after listening to her talk about this being her tool of self-reflection I think it is a really great way to self-assess, look at your own body language, voice, tone, every part of your teaching and the engagement of the class in different aspect so you can then reflect and improve on this for future lessons.

I enjoyed this task and as it was a video online I did not find it too difficult however it will be much harder within a classroom setting with children and assessing a peer as everybody wants to give positive feedback however on some occasions constructive feedback is also necessary for your own and your peers own progression in teaching.

I am really looking forward to placement and can’t wait to be back in the school environment and learn from both the children and the teachers/ all the staff in the school. I am a little nervous about all the placement tasks we have to do and ensuring these are all done to a high quality however I am sure there will be plenty of opportunity for observations in all the various areas.

The Skill of Questioning

The main aim of the chapter is to inform the reader of the skill of questioning by explaining the different types of questioning used in society. Key themes throughout the chapter are education, health care, crime and criminal justice and the use of questioning in everyday life. Hargie claims that pharmacists asking closed questions could […]

The main aim of the chapter is to inform the reader of the skill of questioning by explaining the different types of questioning used in society. Key themes throughout the chapter are education, health care, crime and criminal justice and the use of questioning in everyday life.
Hargie claims that pharmacists asking closed questions could lead to them missing out information. He backs this up by including an example from a study by Morrow et al. (1993) A pharmacist asks a series of closed questions and proceeds to give a product to a client, the client then asks. “What about if you have taken any other tablets?” This then required the pharmacist to reduce the recommended dosage, without this knowledge the client could have overdosed on medicine.
An argument in the chapter that I found interesting was the effect of leading questions on children. Studies show that leading questions can have a distorting effect on children. This has made me think more about the way I would address questions to them.
While I agree with most of what Hargie says I do not find it surprising that social workers mainly ask closed question unlike other councillors. Social workers require accurate and precise information on the children they work with and they are more likely to get this information by asking closed questions. Hargie states that open questions may not be appropriate for respondents with low intellect therefore it is possible that social workers are dealing with clients of a lower calibre.
To help me understand the reading there were a few words that I had to research the meaning of to help me, this included: Stenographer, pervasive, subsumed and abhor
One theory that is explained in the chapter is by Fiedler (1993:362): “The way in which a person is questioned may have a substantial effect on his or her credibility, regardless of what he/she actually says.” I understand this to mean that the way a person is questioned can alter their response.

References

‘Finding out about others: the skill of questioning’, in Hargie, O. (2011) Skilled Interpersonal Communication: Research, Theory and Practice. 5th ed. London: Routledge.

The Skill of Questioning

Within the book Skilled and Interpersonal Communication is a chapter titled The Skill of Questioning. The main aim of this chapter is to describe the wide variety of questioning styles used by people in everyday life. Throughout the chapter there are several key themes. Firstly the author has examined the advantages and disadvantages of different […]

Within the book Skilled and Interpersonal Communication is a chapter titled The Skill of Questioning.
The main aim of this chapter is to describe the wide variety of questioning styles used by people in everyday life. Throughout the chapter there are several key themes. Firstly the author has examined the advantages and disadvantages of different styles of questioning. Also the author analyses the different circumstances where questioning styles may differ such as due to who is asking or being asked the question.

The chapter claims that small changes in how a question is worded can impact on the response it initiates. A study by Harris (1973) asked respondents either “How tall was the basketball player?” or  “How short was the basketball player?” Respondents who were asked the tall question gave greater heights as their answers than those who were asked the small question. This gives a clear link between the wording in a question and the response it brings.

During the chapter open and closed questions are compared. Dohrenwend (1965) carried out an investigation in which he concluded that in research interviews there are greater advantages to using closed questions as this increases the control over the answers the respondents can give. However, Dillon (1997) further argues that using closed questions in research may provide information which is inaccurate or incomplete.

I found the chapter to be very informative. It made me think about the different styles of questioning I find myself using in everyday life. I particularity found the statistics on teacher questioning to be insightful. Corey (1940) conducted a study which showed the teachers asking questions on average once every 72 seconds. While as teachers it is part of our job to ask questions, is this too many? Are children able to answer this many questions? Are we simply bombarding them? This is something that I will take into great consideration going forward with my studies.

The chapter goes into detail around the concept of implication leads. These are questions which are worded in such a way that they provide the respondent with the answer that is expected of them. Giving an opposing answer to the one expected will usually lead to the respondent being ridiculed. These sorts of questions are used a great deal within the media and politics.

 

Reference List

‘Finding out about others: the skill of questioning’, in Hargie, O. (2011) Skilled Interpersonal Communication: Research, Theory and Practice. 5th ed. London: Routledge.

Process Questions to Encourage Critical Thinking

Chapter five of “Skilled Interpersonal Communication: Research, Theory and Practice” (Hargie, 2006) looks at the use of questions in a large variety of contexts. The main purposes of the chapter were to explain the many forms a question can take and the purposes these forms serve. It also explains how the questioner in an interaction … Continue reading “Process Questions to Encourage Critical Thinking”

Chapter five of “Skilled Interpersonal Communication: Research, Theory and Practice” (Hargie, 2006) looks at the use of questions in a large variety of contexts. The main purposes of the chapter were to explain the many forms a question can take and the purposes these forms serve. It also explains how the questioner in an interaction generally controls the interaction and how the question is asked affects the answer. Interestingly, it examines the power dynamics that are at play when a question is asked, for instance the difference in response when a question is asked by a doctor as opposed to a peer.

I was particularly interested in the section about using process questions in a classroom setting. Process questions are defined by Hargie (2006, p.132) as questions which “require the respondent to use some higher mental process in order to respond. This may involve giving opinions, justifications, judgements or evaluations, making predictions, analysing information, interpreting situations or forming generalisations.” Recall questions, where a student’s response involves remembering a fact they may have committed to memory, or rote-learned, have their place in the classroom – for instance because the teacher maintains control over how much time it takes to answer the question – however the use of a process question will encourage a student to think and explore a topic in a deeper manner.

The acquiesce effect can come in to play when a student is asked a simple recall question, which refers to a respondent’s tendency to attempt to predict the direction in which a question is heading while the question is still being asked – for instance in the case of The Moses Illusion where subjects asked, “How many of each type of animal did Moses take on the ark?” generally reply “two,” even though it was Noah that built the ark in the story (Erickson and Mattson, 1981).

Taking care to use process questions in the classroom could help avoid this sort of automatic response, therefore encouraging the student or students to think critically about the subject they are studying and not simply remember certain facts and figures.

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